Literature has postulated that African American students often choose not to succeed in school because achievement is seen as acting White. This study examined the extent to which racial identity, self-esteem, and academic self-concept were related to academic achievementfor 86African American high school students. The majority of students indicated supportfrom both peers and parents for their academic work. Multiple regression analysis indicated that grade point average is best predicted by immersion racial identity attitudes and academic self-concept. Limitations of the present study, implications, and suggestionsforffuture research are presented.
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